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79
Research Question Frameworks
Framework for the First Research Question
The first research question asks, “What evidence of ongoing processes,
including co-construction, does a community-school-university partnership
demonstrate as it continues to work toward school transformation beyond its first
year of operation?” The theoretical framework to guide this question is found in a
variety of works. To gain an understanding of the co-construction and dialogical
relationships of the partnership, there is a large emphasis on the work of Freire
(1970). Based on the literature, the principles of co-constructions are essential to a
lasting partnership (Kezar, 2007; Epstein, 1996). There is an emphasis on shared
decision making and the elimination of hierarchal structures within the partnership
model within Freire’s framework. Although there was emerging evidence of these
processes from the previous year’s study, it is necessary to use Freire’s framework to
see if those principles are being sustained. Embedded within Freire’s framework is
Vygotsy’s (1970) principle of sociocultural theory of learning. In this theory, he
purports that learning is socially and culturally situated in the context of everyday
living and work; the generation of knowledge and learning is the result of a dynamic
interaction between individuals, other people, and cultural artifacts, all of which
contribute to social development. Through artifacts (documents), interviews and
observations, the researcher intends to discover the extent to which the process
continued to demonstrate dialogic and reflective co-constructive processes that built
upon the progress made in the previous year. Due to the extensive nature of the
Object Description
| Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
| Author | Woodyard, Savina M. |
| Author email | SavinaW@aol.com; savinaw@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
| Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
| Keyword | partnership; co-construction; urban school; transformation; parental engagement |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3759 |
| Contributing entity | University of Southern California |
| Rights | Woodyard, Savina M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Woodyard-4509 |
| Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
| Title | Page 88 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 79 Research Question Frameworks Framework for the First Research Question The first research question asks, “What evidence of ongoing processes, including co-construction, does a community-school-university partnership demonstrate as it continues to work toward school transformation beyond its first year of operation?” The theoretical framework to guide this question is found in a variety of works. To gain an understanding of the co-construction and dialogical relationships of the partnership, there is a large emphasis on the work of Freire (1970). Based on the literature, the principles of co-constructions are essential to a lasting partnership (Kezar, 2007; Epstein, 1996). There is an emphasis on shared decision making and the elimination of hierarchal structures within the partnership model within Freire’s framework. Although there was emerging evidence of these processes from the previous year’s study, it is necessary to use Freire’s framework to see if those principles are being sustained. Embedded within Freire’s framework is Vygotsy’s (1970) principle of sociocultural theory of learning. In this theory, he purports that learning is socially and culturally situated in the context of everyday living and work; the generation of knowledge and learning is the result of a dynamic interaction between individuals, other people, and cultural artifacts, all of which contribute to social development. Through artifacts (documents), interviews and observations, the researcher intends to discover the extent to which the process continued to demonstrate dialogic and reflective co-constructive processes that built upon the progress made in the previous year. Due to the extensive nature of the |
